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Innovations in the Use of Technology and Teacher Professional Development

Innovations in the Use of Technology and Teacher Professional Development

Donald E. Scott, Shelleyann Scott
Copyright: © 2010 |Pages: 21
ISBN13: 9781605667805|ISBN10: 1605667803|ISBN13 Softcover: 9781616924393|EISBN13: 9781605667812
DOI: 10.4018/978-1-60566-780-5.ch010
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MLA

Scott, Donald E., and Shelleyann Scott. "Innovations in the Use of Technology and Teacher Professional Development." Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery, edited by J. Ola Lindberg and Anders D. Olofsson, IGI Global, 2010, pp. 169-189. https://doi.org/10.4018/978-1-60566-780-5.ch010

APA

Scott, D. E. & Scott, S. (2010). Innovations in the Use of Technology and Teacher Professional Development. In J. Lindberg & A. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery (pp. 169-189). IGI Global. https://doi.org/10.4018/978-1-60566-780-5.ch010

Chicago

Scott, Donald E., and Shelleyann Scott. "Innovations in the Use of Technology and Teacher Professional Development." In Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery, edited by J. Ola Lindberg and Anders D. Olofsson, 169-189. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-780-5.ch010

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Abstract

This chapter explores the innovative uses of technology for teachers’ professional development as well as its impact in the classroom on learning and teaching. Two international case studies are included. The first outlines technological innovations in graduate programme delivery within the university context in Canada. The second case presents a multi-dimensional professional development initiative in Australia which has influenced teachers’ and students’ learning. Two models are described: the macrooriented “Webs of Enhanced Practice” that addresses the professional development of educators and experts; and the micro-oriented “Webs of Enhanced Learning” focusing on the learning occurring at the classroom level. These two models represent innovations in the use of technology as they conceptualise the eclectic use of multi-modal, varied technologies to advance the professional development of communities of learners.

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